Abstract
The purpose of this study was to explore elementary-aged students' feelings, emotions and experiences with movement integration (MI) in the classroom. Focus group interviews (n = 6) with 3rd-grade students (N = 34; n = 19 female) and 140 draw-and-write prompts (n = 49 before MI, n = 48 during MI, and n = 43 after MI) were collected. Inductive thematic analysis of the interview transcripts and draw-and-write written responses and illustrations were used to determine patterns, codes, categories and eventual themes. The three overarching themes represented are characterised by student perspectives of MI participation: (a) pleasant affective experiences, (b) unpleasant affective experiences and (c) student wishes. Students enjoyed a variety of MI that included opportunities for socialisation and engagement in lower-intensity MI. In addition, students advocated for several MI activities throughout the school day and teacher engagement during MI to increase their self-efficacy. Furthermore, extended periods of sitting make students physically and emotionally uncomfortable, and socially disconnected from the class.